TCAT Teaching & Learning Observation

• Teaching & Learning Observation Scheme for Observee:

• Conducted on

  Date

• Observation:

  Observation

  Re-Observation

• Observer:

• Room/Venue
  Address

Introduction

• Name of Observer:

• Name of Dual Observer:

• Name of Observee:

• Course Code:

• Curriculum Area:

• Type of Provision:

  Select Study Programme Apprenticeship Adult Learners Traineeship High Needs

  • Study Programme
  • Apprenticeship
  • Adult Learners
  • Traineeship
  • High Needs

• No of Students Present:

• No of Students on Register

• % Attendance Plus % attendance over the last 3 weeks

• Gender Split (M/F)

• Title/Topic:

• Documentary Evidence (Tick all that apply)

  Select Lesson Plan/Evidence of Planning Scheme of Work Learner Profile Tracking/Assessment Register

  • Lesson Plan/Evidence of Planning
  • Scheme of Work
  • Learner Profile
  • Tracking/Assessment
  • Register

The Observation Record

Personal Development, Behaviour & Welfare

• How well do learners arrived prepared to start the session?

• How well are learners engaged at start of session

• How do learners interact with each other and respect each others views?

Teaching, Learning and Assessment

• How well are Group/Individual Objectives used to stretch learners

• How well is session planned to take into account individual learner needs taking into account starting points

• How well do the learners benefit from the subject knowledge of lecturers/assessors

• How well are learners making progress - against session/unit/module

• How well are alI learners supported to reach their potential

• To what extent is ILT/E-Learning/ Digital technology promoted and embedded. How effective is this in developing learners skills

• How well do learners receive constructive feedback so they can improve their skills knowledge and understanding

• How well are opportunities planned to promote E&D, British Values, positive role models and safe working practice

• Are learners making sufficient progress over the unit to achieve their target grade?

  Yes

  No

Assessment

• How well does assessment meet individual learning objectives/targets

• Do learners benefit from challenging differentiated questioning to assess progress

• How well are English/Communication/ Maths promoted and delivered and skills developed

• Is the learning environment meeting industry standards, including health & safety

• Learners Views Do learners know their targets? What feedback do learners get? Does this help them improve? Are learners enjoying sessions? What have they learned/skills developed? What happens if they fall behind?

• Is LSA support planned and used effectively to support learners additional needs

• Identified Good Practice to be shared

• State method of dissemination

Observation Standards

Action Plan

• Evidence of effective planning to meet all learners' individual needs

• Actions

• Evidence that all learners are inspired and challenged to maximise individual learner progress

• Actions

• Evidence that learners are making good or better progress at the expected level. Know what to do to improve, based on clear and constructive feedback.

• Actions

• Evidence that teaching develops learners' personal, social and employablity skills

• Actions

• To evidence what all learners need to do to improve.

• Actions

• Is a Re-observation required?

  Yes

  No

• Signature Observer:

  Sign

• Select date

  Date

• Signature Observee:

  Sign

• Select date

  Date